1. Hierarchical Learning Metacognition
Learning II
Hierarchical Learning
Metacognition
Module 3 Learning II

2. Mastery Learning Bloom 1956
Planning learning experiences in a sequence
Cognitive approach
Big 6 Approach
Understanding
Module 3 Learning II

3. Knowledge
The ability to repeat information, without necessarily understanding
Recall factual information
keywords
list
define
name
Reciting names of
capital cities
Tables
Module 3 Learning II

4. Comprehension To be able to demonstrate an understanding group
On a map of world color areas
that were colonized by England
To be able to demonstrate an understanding
group
classify
Module 3 Learning II

5. Application To be able to transform information to find solutions
List reasons why
England was so
invested in
discovering new lands
To be able to transform information to find solutions
use previously learned information in a new situation
key words
interpret
demonstrate
Module 3 Learning II

6. Analysis The ability to break information down into various parts
to explore relationships between components of information
Key words
analyse
distinguish
relate
Module 3 Learning II

7. Final writing assignment
Forbidden City may have caused you to think about the freedoms that we who live in democratic countries enjoy. Write an essay in which you contrast life in China to life in your country. Use specific details from both places in your essay.
Module 3 Learning II

8. Freedom of Govern-ment Freedom of speech
Religion
Freedom of Govern-ment
Freedom of speech
China US
Module 3 Learning II

9. religious significance
Synthesis
An essay on the
religious significance
to Aztec culture
to combine information in order to uncover and develop relationships
to be able to combine various pieces of information to form a new product
Key words
reorganize
reformulate
comment on
connect
Module 3 Learning II

10. Evaluation
to make appraisals about information based on either external or internal standards
to judge the value of the new information and make predictions
Key words
interpret
judge
justify
predict
Based on your
understanding of trends
in education, predict what
skills will be necessary
For High School graduates
who are in Kindergarten now?
Module 3 Learning II

11. Teaching a patron how to navigate the front page of the UW libraries in a reference interview
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Module 3 Learning II

12. Metacognition Knowledge of cognitive activity or processes
Self-reflection
Learning, memory, and problem-solving
Emphasis on learning and learner
Module 3 Learning II

13. Metacognition and Self-Direction
Time Allocation
Comprehension
Brainstorming (divergence)
Knowledge transfer
Ann M. Dirkes, “Metacognition: Students in Charge of Their Thinking," Roeper Review 8 (1985):
Module 3 Learning II

14. Metacognition and Problem Solving
Identifying and defining problems
Mentally representing problems
Planning how to proceed
Evaluating your performance
Janet E. Davidson, Rebecca Deuser, and Robert J. Sternberg, “The Role of Metacognition in Problem Solving,” in Metacognition, Janet Metcalfe and Arthur P. Shimamura, eds. (Cambridge, Mass.: MIT Press, 1994):
Module 3 Learning II

15. Developing Metacognitive Behavior
Identifying the known and unknown
Initial statement
Revise during the thinking process
Talking about thinking
Think aloud (Who Wants to Be a Millionaire?)
Develop vocabulary to describe thinking
Elaine Blakey and Sheila Spence, “Developing Metacognition,” ERIC Digests ED (1990), available online
Module 3 Learning II

16. Developing Metacognitive Behavior
Keeping a thinking journal
Awareness of ambiguity and inconsistency
Dealing with difficulty
Planning and self-regulation
Estimating time
Organizing materials
Scheduling Procedures
Module 3 Learning II

17. Developing Metacognitive Behavior
Debriefing the Thinking Process
Review thinking activity – processes and feelings
Classify related strategies
Identify most useful activities
Self-Evaluation
Individual conferences
Checklists
Module 3 Learning II

18. In summary
Your approach to designing your program depends on the way you see your learners
Good teachers vary techniques and strategies
Learner control and ownership of the learning
Attention, relevant, confident , satisfied
Module 3 Learning II

19. How do you implement this? User perspective -your assignment
4 employed Ts $150 x 4
Released 8 T + 2 assistants
Repeated session am/ pm
Total 10 $600
User needs
Training and education
My case: Integration of technology curriculum
Scenario
Survey
Determined needs
Proposal: budget; outcome; outline
Pilot scheme
Evaluation
Critical thinking skills
Module 3 Learning II

20. Plan Study users Get support- make teams Assess users needs
Find out more about them
Availability
Level
Set up a pilot
Assess
Report
Module 3 Learning II